Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

Author Lucio, Patricia S. Autor UNIFESP Google Scholar
Salum, Giovanni Google Scholar
Swardfager, Walter Google Scholar
Mari, Jair de Jesus Autor UNIFESP Google Scholar
Pan, Pedro M. Autor UNIFESP Google Scholar
Bressan, Rodrigo A. Autor UNIFESP Google Scholar
Gadelha, Ary Autor UNIFESP Google Scholar
Rohde, Luis A. Google Scholar
Cogo-Moreira, Hugo Autor UNIFESP Google Scholar
Abstract Although studies have consistently demonstrated that children with attentiondeficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935

47% female

11% ADHD) were children aged 6-15 with normal IQ (>= 70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.
Keywords measurement invariance
differential item functioning
word recognition
spelling
ADHD
group comparison
xmlui.dri2xhtml.METS-1.0.item-coverage Lausanne
Language English
Sponsor Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq
National Council for Scientific and Technological Development)
Fundacao de Amparo a Pesquisa do Estado de Sao Paulo (FAPESP
Foundation for Research Support for the State of Sao Paulo)
Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES
Coordination for the Improvement of Higher Education Personnel)
Grant number CNPq: 573974/2008-0
FAPESP: 2008/57896-8
Date 2017
Published in Frontiers In Psychology. Lausanne, v. 8, p. -, 2017.
ISSN 1664-1078 (Sherpa/Romeo, impact factor)
Publisher Frontiers Media Sa
Extent -
Origin http://dx.doi.org/10.3389/fpsyg.2017.01891
Access rights Open access Open Access
Type Article
Web of Science ID WOS:000413628900001
URI https://repositorio.unifesp.br/handle/11600/57131

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